Mapping Educational Equity and Reform Policy in the Borderlands: LatCrit Spatial Analysis of Grade Retention

Place Matters: A Critical Review of Place Inquiry and Spatial Methods in Education Research

“…Jocson and Thorne-Wallington (2013), for example, used spatial methods to examine access to literacy-rich environments in relation to the spatial distribution of racial and socioeconomic groups in the St. Louis Metropolitan Area. Similarly, Rodríguez et al (2016) used place inquiry to explore differential access to early childhood programs and quality teachers in a New Mexico county. Drawing on spatial methods, these studies—and others like them—reveal and visualize the unequal distribution of resources across a given location.…”

“…Both sets of authors argue that researchers engaging in place inquiry should employ critical perspectives, such as CRT and those that acknowledge the indigenous history of the land. Three studies, for example, drew upon CRT (Annamma et al, 2014; Blaisdell, 2017; Rodríguez et al, 2016). All of these studies, both quantitative and qualitative, used spatial methods to varying degrees within the context of CRT and illuminate how race and racism shape educational inequality through place.…”

“…At a basic level, as Hogrebe and Tate (2012), Lubienski and Lee (2017), and others have argued, integrating geospatial tools and perspectives into education research can illuminate the central role of context in shaping the perceptions and realities of justice-and injustice-in education. Studies reviewed for this chapter used spatial data collection and analysis tools to illustrate the inequitable distribution of opportunity across local contexts, such as the spatial location of schools (LaFleur, 2016;Lubienski et al, 2009;Smrekar & Honey, 2015), the distribution of learning opportunities across the P-20 education system (Erbstein, 2015;Hogrebe & Tate, 2017Rodríguez et al, 2016;Turley, 2009), or the distribution of education resources (B. D. Jones et al, 2015); geospatial tools and perspectives can help visualize patterns of inequality across geographic locations. Furthermore, as we discuss in detail below, place inquiry in education research has the potential to reveal counternarratives of place and how systems of power function in places.…”

“…Within this strand of research are studies that investigate patterns of inequality and racial segregation (e.g., Saporito & Sohoni, 2007;Sohoni & Saporito, 2009) and how place shapes access to opportunity (Erbstein, 2015;Green, 2015;Hogrebe & Tate, 2017;Jocson & Thorne-Wallington, 2013;B. D. Jones et al, 2015;Rodríguez et al, 2016;Turley, 2009;Wei et al, 2018). Jocson and Thorne-Wallington (2013), for example, used spatial methods to examine access to literacy-rich environments in relation to the spatial distribution of racial and socioeconomic groups in the St. Louis Metropolitan Area.…”

Equity-Oriented Data Use: Identifying and Addressing Food Insecurity at Copper Springs Middle School

“…"Maps are visual artifacts of how people see the world as mediated by their particular value systems and relationships of power" (Pacheco & Velez, 2009). Some attention to geospatial analysis has been conducted related to mapping demographic and political patterns of metropolitan areas (Orfield, 2011;Skop, 2009), segregation and schools (Richards, 2014;Siegel-Hawley, 2014), and borderlands grade retention policies (Rodríguez, Amador, & Tarango, 2016).…”